Near-peer teaching in paramedicine education: A cross-sectional study of student experiences

Steve Whitfield

doi:10.11157/fohpe.v22i3.504

Authors

Steve Whitfield Griffith Univeristy

DOI:

https://doi.org/10.11157/fohpe.v22i3.504

Keywords:

paramedicine education, near-peer teaching, NPT, student paramedic

Abstract

Near-peer teaching (NPT) has been identified as a contemporary and valued pedagogical approach in higher education health programs, and it has recently gained momentum in paramedicine education. The objective of this study was to investigate the perceived experience of student paramedics involved in a near-peer teaching program over two academic trimesters. A cross-sectional study design was utilised in the form of an online questionnaire. The questionnaire contained a variety of questions that related to the experience of student paramedics involved in paramedicine near-peer programs. Of the 65 students enrolled, 34 completed the questionnaire (52.3% response rate). The results indicated that NPT was overwhelmingly considered a valuable and positive pedagogical method for use in paramedicine education.

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